Investigation on the Current Situation of Physics Classroom Teaching in L City Middle Schools with the Concept of Core Literacy
DOI: 10.23977/curtm.2023.060805 | Downloads: 3 | Views: 53
Luqiu Zhou 1, Zhuoga 2
1 College of Education, Tibet University, Lhasa, Tibet, 850000, China
2 Lhasa Teacher College, Lhasa, Tibet, 850000, China
Corresponding AuthorLuqiu Zhou
This paper analyzes the actual situation of secondary schools physics classrooms in L city by means of field research interviews, classroom observation and questionnaire surveys, starting from the connotation of the core literacy concept and taking students and teachers of five representative secondary schools in L city as the research objects. The study concluded that the main problems of the current secondary school physics classroom in L city are: students' low knowledge of physics subjects, weak family education concepts and ineffective teaching. In terms of countermeasures, the article suggests that emphasis should be placed on the coherence of students' basic education, multiple channels should be used to improve students' comprehension of the national language, while education administration, schools and teachers should work together to develop students' necessary character and key abilities as the ultimate goal of education.
KEYWORDSClassroom teaching, middle school physics, physics classroom
CITE THIS PAPER
Luqiu Zhou, Zhuoga, Investigation on the Current Situation of Physics Classroom Teaching in L City Middle Schools with the Concept of Core Literacy. Curriculum and Teaching Methodology (2023) Vol. 6: 34-41. DOI: http://dx.doi.org/10.23977/curtm.2023.060805.
 Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Lide Shuren. Ministry of Education of the People's Republic of China. http://www.moe. gov.cn/srcsite/A26/jcj_kcjcgh/201404/t20140408_167226.html.
 2021 Tibet Autonomous Region Junior High School Academic Proficiency Exam Regulations. Tibet Autonomous Region Education Examination Institute. http://zsks.edu.xizang.gov.cn/85/88/3115.html.
 Compulsory Education Physics Curriculum Standards (2022 Edition). Ministry of Education of the People's Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/t20220420_619921.html.
 X. Yang (2016). Investigation on the current situation and efficiency of high school physics classroom teaching. Yunnan Normal University.
 H. Wu (2012). Research of the Present Situation and Countermeasures of High School Physics Classroom Teaching. Guangxi Normal University.
 People's Daily (2016). Release of "Core Competencies for Chinese Students' Development". Shanghai Education and Research, no.10, p.1.
 L. Li (2012). Research on the educational concept of families in Tibetan farming and pastoral areas. Minzu University of China.
 G. Li, X. Zhang, S. Hou (2015). Investigation and practical classification of physics teaching methods in middle schools. Teaching and Management, no.18, p.108-110.
 K. Wan (2013). A Brief Discussion on the Thinking Impairment of Middle School Students in Physics Learning. Physics Teacher, no.05, p.21-23.
 Y. Liang (2018). The Enlightenment of Vygotsky's "Zone of Proximal Development" Theory to Effective Teaching in Primary and Secondary Schools. New Education, no.22, p.27-28+41.
 D. Cheng, J. Yang (2021). The Dilemma and Outlet of School Education Quality in Tibet's Agricultural and Pastoral Areas under the Background of High-quality Balance - Based on the Field Investigation of B County, Naqu City. Journal of Research on Education for Ethnic Minorities, no.02, p99-107.
 Z. Cao, N. Wang (2015). Application of Maslow's Hierarchy of Needs Theory in Students' Growth. Teaching Reference of Middle School Politics, no.12 p.49-50.
 Zhuoga (2020). Study on the Education Quality Development of Science in Tibetan Middle Schools. Plateau Science Research, no.04, p.117-124.